Vol. 14 No. 1 (2022): Thematic Dossier: Education and Epistemologies

Editorial

Silvio Sanchez Gamboa

1-9

Educação e epistemologias

https://doi.org/10.20396/rfe.v14i1.8670073

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DOI: https://doi.org/10.20396/rfe.v14i1.8670073

Dossiê

Carolina Nozella Gama, Joelma de Oliveira Albuquerque, Celi Nelza Zülke Taffarel

10-35

Historical-critical pedagogy within the framework of counter-hegemonic pedagogical ideas

https://doi.org/10.20396/rfe.v14i1.8668571

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DOI: https://doi.org/10.20396/rfe.v14i1.8668571

Marcelo Donizete da Silva

36-64

The ideological conception of complexity theory that unfolds in brazilian and latin american education

https://doi.org/10.20396/rfe.v14i1.8668505

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DOI: https://doi.org/10.20396/rfe.v14i1.8668505

Manoel Francisco do Amaral

65-91

Education and epistemologies: criticism of the pedagogy of competences in the light of historical-critical pedagogy

https://doi.org/10.20396/rfe.v14i1.8668490

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DOI: https://doi.org/10.20396/rfe.v14i1.8668490

Juliana Cristina Bomfim

92-111

Crossing lines: discourse on epistemologies and education

https://doi.org/10.20396/rfe.v14i1.8668570

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DOI: https://doi.org/10.20396/rfe.v14i1.8668570

Tadeu João Ribeiro Baptista

112-135

Corporeity and epsitemology

https://doi.org/10.20396/rfe.v14i1.8668684

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DOI: https://doi.org/10.20396/rfe.v14i1.8668684

Rafael Belo, Luís Paulo Leopoldo Mercado

136-166

Mapping of the phenomenological method in education research in Brazil

https://doi.org/10.20396/rfe.v14i1.8668099

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DOI: https://doi.org/10.20396/rfe.v14i1.8668099

José Renato Polli

167-200

Marxist humanism in Edward Thomspon and Paulo Freire: education seen from below

https://doi.org/10.20396/rfe.v14i1.8668569

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DOI: https://doi.org/10.20396/rfe.v14i1.8668569

Danillo Silva Feitosa, Geisa Ferreira dos Santos, Sandra Regina Paz da Silva

201-221

Paulo Freire and the liberating pedagogy: a threat to the neoliberal education perspective of the (extreme) right in Brazil

https://doi.org/10.20396/rfe.v14i1.8668581

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DOI: https://doi.org/10.20396/rfe.v14i1.8668581

Joelma de Oliveira Albuquerque, Celi Nelza Zülke Taffarel, Carolina Nozella Gama

222-239

Epistemological bases of rural education: historical project and pedagogical theory in dispute

https://doi.org/10.20396/rfe.v14i1.8668593

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DOI: https://doi.org/10.20396/rfe.v14i1.8668593

Artigos

José Bezerra Silva, Anderson de Alencar Menezes

240-258

Quilombola school education: from silencing to emancipation

https://doi.org/10.20396/rfe.v14i1.8664170

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DOI: https://doi.org/10.20396/rfe.v14i1.8664170

Valdomiro Pinheiro Teixeira Junior

259-287

The epistemology of use and education: some implications

https://doi.org/10.20396/rfe.v14i1.8666636

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DOI: https://doi.org/10.20396/rfe.v14i1.8666636

Marcelo Felipe Vier, Betina Schuler

288-316

For a philosophical education of view

https://doi.org/10.20396/rfe.v14i1.8668517

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DOI: https://doi.org/10.20396/rfe.v14i1.8668517

Arlete Pierina Calderan

317-338

Permanent self(trans)training with teachers and themes disasters and interdisciplinarity

https://doi.org/10.20396/rfe.v14i1.8667391

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DOI: https://doi.org/10.20396/rfe.v14i1.8667391

Vânia Lisa Fischer Cossetin

339-361

To start talking about ethics

https://doi.org/10.20396/rfe.v14i1.8666721

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DOI: https://doi.org/10.20396/rfe.v14i1.8666721

Fernando Xavier Silva, Maria Cristina Piumbato Innocentini Hayashi

362-386

The scientificity in action research: a qualitative meta-synthesis (1998-2019)

https://doi.org/10.20396/rfe.v14i1.8666527

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DOI: https://doi.org/10.20396/rfe.v14i1.8666527